Abstract
The purpose of this study was to analyze the effectiveness of Project Based Learning ecosystems dioramas with Jelajah Alam Sekitar approach against students’ critical thinking ability and creativity, and to analyze the relationship between critical thinking ability and students' creativity in Project Based Learning ecosystems dioramas with Jelajah Alam Sekitar approach. This research method is pre-experimental design with pre-test and post-test one group design. The results showed that Project Based Learning ecosystems dioramas with Jelajah Alam Sekitar approach was effective against students' critical thinking ability and creativity. The average of critical thinking ability in post-test is 84.96 and average of creativity in post-test is 84.50. The completeness of classical learning shows "High" criteria, the classical completeness rate in post-test of critical thinking and creativity is same (89.21%). The results of the N-gain mean on the test scores of critical thinking ability and creativity are in the "High" criteria. N-gain of critical thinking ability shows "High" category (66.66%) and N-gain creativity shows "High" category (79.42%). The results of the analysis of the two average difference test (one right side) on the critical thinking ability test has t table of 1.97 < t count of 20.89. The creativity test has t table of 1.97 < t count of 31.80, so it shows a significant difference between the achievements at the pre-test and post-test. Based on these results it can be concluded that the Project Based Learning ecosystems dioramas with Jelajah Alam Sekitar approach are effective against students' critical thinking ability and creativity. The relationship between critical thinking ability and creativity shows the relation of 0.38, has a "Low" criteria, so it can be concluded that the relationship between critical thinking ability and student creativity in Project Based Learning ecosystems dioramas with Jelajah Alam Sekitar approach is low.
Highlights
Grade X of Senior High School in Chapter of Ecosystem discusses biotic and abiotic components of ecosystems, interaction between ecosystem components, ecosystem homeostasis, food chains and food webs in ecosystems, and biogeochemical cycles
The purpose of this study was to analyze the effectiveness of Project Based Learning ecosystems dioramas with Jelajah Alam Sekitar approach against students’ critical thinking ability and creativity and to analyze the relationship between critical thinking ability and students' creativity in Project Based Learning ecosystems dioramas with Jelajah Alam Sekitar approach
Project Based Learning ecosystems dioramas with Jelajah Alam Sekitar approach is applied to 102 students from three classes: X-MIPA 2, X-MIPA 3, and X-MIPA 4 Madrasah Aliyah Negeri (MAN) Kendal in the 2017/2018 school year
Summary
Grade X of Senior High School in Chapter of Ecosystem discusses biotic and abiotic components of ecosystems, interaction between ecosystem components, ecosystem homeostasis, food chains and food webs in ecosystems, and biogeochemical cycles. Attempts to fulfill KD in learning Chapter of Ecosystem in MAN Kendal in the 2016/2017 school year were conducted through learning activities with presentation, discussions, literature studies, and written assignments. Data resulting from the Ecosystem Chapter obtained from class X-MIPA 4 MAN Kendal in the 2016/2017 academic year shows the number of classical completeness was 38.70% and class X-MIPA 5 in the same academic year has a classical completeness rate of 37.14%. The JAS approach can be combined with Project Based Learning to improve students' critical thinking ability and creativity. One of the effective learning model that can improve critical thinking and creativity is Project Based Learning. Markham (2012) states that PjBL is a learning process that is student-centered inquiry-based using all resources in a learning involving projects. Markham (2012) states that PjBL is a learning process that is student-centered inquiry-based using all resources in a learning involving projects. Larmer et al (2012) added that PjBL provides opportunities for learning and integration between knowledge and ability
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